Behavior Goals for an IEP: 101 Examples incl. Adaptive Behavior Goals

Here it is, all new and rewritten. This list is new and expanded so you can focus on the Behavior IEP Goals. The “fluff” is at the bottom now. Though, I do not consider it fluff, I understand that not everyone wants the information. It’s complementary information about FBAs, behavior plans, etc. But those of you who came her just for the list of behavior goals for an IEP can dig right in.

IEP Behavior Goals by Category

To make things easier, I’ve sorted these IEP behavior goals by common categories—like self-regulation, adaptive behavior skills, attention, and executive functioning. This way, both parents and teachers can quickly find examples that align with a student’s specific needs. For some of the categories, I have separate lists just for that type of behavior.

As always, you can put just about any skill into the IEP Goal Formula to make it measurable.

Adaptive Behavior Goals

An adaptive behavior IEP goal focuses on everyday functional skills that help a student navigate school and life independently—like following routines, managing personal care, or using coping strategies. In contrast, a regular behavior goal may target classroom-specific behaviors such as staying on task or reducing disruptions. Adaptive goals support overall independence, not just compliance. This list of adaptive behavior goals is a mix–but know that I have dozens of related resources on the site (search bar on your right, on desktop).

1. The student will manage peer or classroom conflicts independently, without teacher support, in 4 out of 5 observed opportunities over a 2-month period, as measured by observations and performance assessments.
2. Given a self-monitoring checklist, the student will demonstrate self-regulation skills during 90% of weekly sessions, across a 2-month period, as measured by teacher observation.
3. Given a writing assignment, the student will initiate the task by beginning to write within 1 minute of the assignment being presented, in at least 80% of 20 recorded opportunities over 2 months, as measured by observation and performance assessments.
4. Using a five-piece token board with a visual of classroom rules (e.g., follow directions, have a safe body), the student will earn all five tokens during each half-hour academic session by following both rules in 80% of trials across 4 out of 5 observed sessions over a 2-month period.
5. The student will appropriately request a break using their communication method and return to the task independently in 8 out of 10 opportunities over a 2-month period, as measured by observation and performance data.

On-Task IEP Goals

I have another whole list of 19 Work Completion IEP Goals and Examples (Task Completion).

1. Given a visual or verbal prompt, the student will begin assigned tasks within 2 minutes in 4 out of 5 opportunities, as measured by teacher observation and data collection.
2. The student will remain on-task during independent work for at least 15 consecutive minutes in 4 out of 5 trials, as measured by time-on-task data and teacher observation.
3. The student will complete and turn in assigned classwork in 4 out of 5 opportunities per week, as measured by collected assignments and teacher records.
4. The student will follow a daily task checklist to complete multi-step assignments, with no more than one prompt from an adult, in 80% of opportunities.
5. When given a non-preferred task, the student will use a self-selected strategy (e.g., timer, break card) to stay on task and complete the assignment in 4 out of 5 opportunities.
6. The student will accurately record homework assignments in their planner and submit completed homework on time in 4 out of 5 school days.
7. The student will ask for help appropriately when unsure how to begin or complete a task in 80% of observed opportunities, reducing task avoidance behaviors.
8. When given a task or direction, the student will begin the task within 1 minute and remain on task for at least 10 minutes independently, with no more than two prompts, in 8 out of 10 opportunities, as measured by staff data collection.
9. Given a maximum of one verbal cue, the student will attend to a non-preferred small group or independent activity without protest or task avoidance behaviors (e.g., requesting unnecessary breaks or items) for 20 minutes in 3 out of 4 trials, as measured by staff documentation.
10. Using an appropriate fidget and with no more than one adult reminder, the student will demonstrate on-task behavior in the general education setting for 75% of intervals during a 10-minute period in 4 out of 5 trials, as measured by observational data.
11. The student will attend to a task during large and small group instruction across various settings for a minimum of 10 minutes, with no more than one teacher prompt, in 4 out of 5 trials, as measured by teacher-charted data.
12. With access to movement breaks and self-regulation strategies, the student will attend to a classroom task for an average of 75% of intervals during a 20-minute class period, as measured by staff observation.
13. Given taught self-regulation strategies and a self-monitoring checklist, the student will independently initiate tasks—including non-preferred ones—within 2 minutes of direction, in 80% of opportunities across environments, as measured by staff data.
14. Once a task has been initiated, and with access to self-regulation strategies and a checklist, the student will remain focused on the task for at least 10 minutes without adult prompting in 80% of opportunities across settings, as measured by observation and data tracking.
15. When given an assigned task in a small group setting, the student will independently complete the assignment and ask for help appropriately when needed, achieving 80% accuracy across 5 consecutive trials, as measured by teacher observation.
16. When presented with a non-preferred task and given access to self-regulation tools and a reward system, the student will begin the task within 1 minute and complete it within a designated time limit using a timer in 8 out of 10 opportunities, as measured by staff data.
    

Class Participation IEP Goals

1. The student will raise their hand and contribute a relevant response or question during group instruction in 4 out of 5 opportunities per week, as measured by teacher observation and class participation logs.
2. Given a verbal prompt or cue, the student will engage in group discussions by offering an idea or response in 80% of opportunities across a 2-month period.
3. The student will follow group instructions and remain engaged during class activities (e.g., tracking the speaker, participating in turn-taking) in 4 out of 5 observed sessions, as measured by teacher data collection.
4. When given a structured routine, the student will voluntarily participate in class routines or transitions (e.g., lining up, classroom jobs, group cleanup) with no more than one reminder, in 80% of opportunities.
5. The student will use appropriate volume and tone when speaking during class discussions in 4 out of 5 opportunities, as measured by teacher observations and social behavior checklists.
6. When unsure of an answer or direction, the student will ask for clarification or assistance appropriately (e.g., raising hand, using a help card) in 80% of observed opportunities.
7. The student will actively participate in partner or small group work by taking turns, sharing materials, and staying on task in 4 out of 5 group activities over a 2-month period, as measured by teacher observation and checklists.

Coping Skills Behavior Goals

Here are 7 sample Coping Skills Behavior IEP Goals, designed to support students in managing emotions, frustration, or anxiety in the school setting.

1. The student will identify and appropriately use a coping strategy (e.g., deep breathing, journaling, requesting a break) in response to frustration in 4 out of 5 opportunities, as measured by teacher observation and behavior logs.
2. When experiencing stress or anxiety, the student will verbally express their feelings or needs using appropriate language in 80% of opportunities across a 2-month period.
3. Given visual or verbal cues, the student will initiate a self-regulation strategy (e.g., counting, using a fidget tool, accessing a calm-down area) to de-escalate in 4 out of 5 observed instances.
4. The student will recognize early signs of emotional dysregulation and request a break or support from an adult before exhibiting disruptive behavior, in 80% of opportunities over a 2-month period.
5. The student will use a pre-taught coping strategy from a personalized toolkit (e.g., stress ball, movement break, positive self-talk) with no more than one prompt in 4 out of 5 trials, as measured by staff observation.
6. During challenging academic or social situations, the student will demonstrate the ability to stay in class and return to baseline behavior within 5 minutes in 80% of occurrences, as documented in behavior data.
7. When given a choice of coping tools, the student will select and use an appropriate tool or strategy independently in 4 out of 5 opportunities over a 2-month period, as measured by observation and student self-report.
8. In the classroom setting, the student will use positive self-talk and coping strategies to manage stressful tasks or work demands (e.g., anxious or withdrawn behaviors such as putting head down or expressing self-doubt) and engage in the activity calmly with no more than one prompt in 2 out of 3 observed opportunities, as measured by teacher documentation.
9. During counseling sessions, the student will accurately identify their feelings and select an appropriate coping strategy when presented with real or imagined situations, achieving 80% accuracy in 4 out of 5 trials, as measured by therapist records.
10. When experiencing frustration, anger, or upset, the student will use a self-regulation strategy (e.g., movement break, deep breathing, quiet space) to avoid unexpected behaviors, with no more than one reminder, in 4 out of 5 observed opportunities, as measured by staff observation.
11. In a small group setting, the student will use a self-regulation tool (e.g., inner coach, sensory support, calming break) to return to an expected emotional state (e.g., calm, focused, green zone) with one adult reminder, in 8 out of 10 opportunities, as measured over a two-week period.
12. The student will demonstrate increased insight into their emotional regulation by identifying situations where a tool would have been helpful and choosing the appropriate tool for each, with 80% accuracy, as measured by counseling session data.
13. When presented with a problem (e.g., non-preferred task, frustrating feedback, peer conflict), the student will determine the size of the problem and select an appropriate response (e.g., deep breathing, asking for help, taking a break) and return to the task in 4 out of 5 trials, as documented by teacher charted data.
14. Given a frustrating situation (e.g., demand, undesired peer behavior), the student will use a coping strategy with one prompt and return to the task for at least 10 minutes, achieving an average of 95% success over 8 consecutive weeks across classroom environments.
15. When presented with a situation known to cause anxiety or frustration (e.g., non-preferred task, unfamiliar adult, perceived difficulty), the student will independently respond appropriately by using a strategy or solving the problem, and return to task within 2 minutes in 80% of instances across all settings, as measured by teacher and staff documentation.

Emotional Regulation

This is another category where I have an entire separate list devoted to: 18 IEP Goals for Self-Regulation Skills or Emotional Regulation (examples)

Self-Regulation IEP Goals

1. The student will identify their current emotional state using a visual scale (e.g., Zones of Regulation) in 4 out of 5 opportunities, as measured by teacher observation and student check-ins.
2. Given a visual or verbal cue, the student will demonstrate appropriate self-regulation strategies (e.g., deep breathing, counting, journaling) to return to a calm state in 80% of observed opportunities.
3. The student will recognize personal triggers for dysregulation and use a pre-taught strategy to manage their response in 4 out of 5 opportunities, as measured by behavior logs and staff reports.
4. The student will transition between activities calmly and independently with no more than one prompt, in 4 out of 5 observed transitions over a 2-month period.
5. When experiencing frustration or anger, the student will refrain from physical or verbal outbursts and use a coping skill instead in 80% of observed situations.
6. The student will participate in a daily self-monitoring routine (e.g., emotion chart, behavior tracker) and reflect on their behavior with adult support in 4 out of 5 school days.
7. During academic or social challenges, the student will use positive self-talk or other regulation strategies to remain engaged and avoid escape behaviors in 80% of situations, as documented by teacher or counselor observation.

Self -Control IEP Goals

1. The student will demonstrate self-control of their body and voice by maintaining appropriate personal space (e.g., keeping hands, arms, and legs near body) and using a classroom-appropriate voice level for 80% of a 20-minute observation period, as measured by staff data collection.
2. The student will raise their hand and wait to be called on before speaking in class, demonstrating impulse control in 5 out of 5 trials with 80% accuracy, as measured by teacher observation and data tracking.
3. During instructional activities, the student will refrain from interrupting peers or the teacher and wait for an appropriate time to speak in 4 out of 5 observed opportunities, as measured by staff documentation.
4. When given a group or partner task, the student will maintain self-control by using respectful language and tone, staying seated, and keeping hands to self, in 4 out of 5 activities, as measured by teacher observation.
5. In the classroom setting, the student will demonstrate self-control by following adult directions the first time given, with no more than one prompt, in 80% of opportunities across a 2-month period.
6. When frustrated or excited, the student will refrain from shouting or physical outbursts and instead use a taught strategy (e.g., deep breathing, using a break card) to stay regulated in 4 out of 5 opportunities.
7. The student will walk safely in hallways and transition areas without touching walls, materials, or peers, in 4 out of 5 observed transitions, as measured by staff data.
8. Given social expectations, the student will control impulsive physical behaviors (e.g., grabbing, pushing, excessive movement) in group settings in 80% of observed opportunities, as measured by teacher observation and behavior logs.
   

Self-Monitoring IEP Goals

1. The student will complete a daily self-monitoring checklist related to behavior or task completion with 90% accuracy in 4 out of 5 school days, as measured by the completed checklists and teacher review.
2. Given a visual or written checklist, the student will independently assess whether they followed classroom expectations (e.g., stayed on task, used kind words, followed directions) in 4 out of 5 opportunities, as measured by teacher and student comparison logs.
3. The student will rate their own emotional state and performance (e.g., using a 1–5 scale or Zones of Regulation chart) at the beginning, middle, and end of a session in 4 out of 5 sessions, as measured by self-monitoring forms.
4. Using a self-monitoring chart, the student will track one target behavior (e.g., raising hand, staying seated, starting work on time) and meet or exceed their daily goal in 80% of trials across a 2-month period.
5. The student will compare their self-monitoring scores to teacher ratings and reflect on any differences in 4 out of 5 opportunities, demonstrating increasing self-awareness and accountability.
6. When given access to a self-monitoring system (e.g., behavior chart, point sheet, digital app), the student will independently check in at scheduled times and record their behavior accurately in 80% of opportunities over 4 consecutive weeks.
7. The student will identify at least one behavior to improve each week and set a personal goal, tracking their progress using a daily log, with 80% participation over a 6-week period.
8. The student will verbally reflect on their behavior and identify a successful or unsuccessful strategy in 4 out of 5 weekly counseling or check-in sessions, as measured by staff notes or student journal entries.
9. The student will identify expected and unexpected behaviors and accurately rate their own behavior using a self-monitoring system, with at least 80% agreement between student and teacher ratings, as measured by comparison data.
10. Using a visual self-rating tool (e.g., feelings thermometer), the student will accurately identify their level of anxiety with 80% accuracy, as compared to teacher observations and data, across 4 out of 5 opportunities.

IEP Goals for Addressing Aggression

1. The student will refrain from engaging in physical aggression (e.g., kicking, hitting, pushing, tripping) across all school environments, with both adults and peers, for 4 consecutive weeks, as measured by behavior event data and staff documentation.
2. The student will demonstrate zero incidents of physical aggression (e.g., hitting, kicking, pushing) throughout the entire school day, across all settings and with all individuals, for 8 consecutive weeks, as measured by special education behavior tracking data.
3. When experiencing frustration or anger, the student will use a pre-taught replacement behavior (e.g., asking for help, requesting a break, using a calm-down strategy) instead of engaging in aggression in 4 out of 5 observed opportunities, as measured by staff documentation.
4. Given a triggering situation, the student will verbally identify their feelings and request support or a break before resorting to physical behaviors in 80% of observed opportunities over a 2-month period.
5. The student will use a designated calm-down routine or space to regulate their emotions and avoid aggressive behavior in 4 out of 5 opportunities, as measured by behavior logs and staff observation.
6. During structured or unstructured peer interactions, the student will respond to conflict or frustration using respectful words or coping strategies, without physical aggression, in 80% of opportunities across a 4-week period.
7. The student will participate in daily check-ins with a staff member to reflect on behavior and identify potential triggers or coping strategies, with 90% participation over a 4-week period, as measured by check-in logs.
8. Following an incident or difficult situation, the student will complete a behavior reflection form or verbal debrief identifying what happened, how they felt, and what strategy they could try next time, in 4 out of 5 incidents, as measured by staff documentation.
9. The student will demonstrate the ability to walk away or seek adult help when provoked or upset instead of engaging in physical retaliation in 4 out of 5 observed instances, as measured by teacher observation and incident reports.

Anxiety IEP Goals

I have a separate list of IEP goals for Anxiety. It has 25+ goals.

1. The student will identify their level of anxiety using a visual scale (e.g., feelings thermometer, Zones of Regulation) and select an appropriate coping strategy in 4 out of 5 opportunities, as measured by teacher observation and student check-ins.
2. When presented with an anxiety-provoking task or situation (e.g., speaking in front of the class, unfamiliar transitions), the student will use a pre-taught coping strategy (e.g., deep breathing, positive self-talk, break request) to remain engaged in the task in 80% of observed opportunities.
3. The student will advocate for their needs appropriately (e.g., requesting a break, asking for clarification) during moments of elevated anxiety in 4 out of 5 instances, as measured by staff documentation and student self-report.
4. The student will participate in a daily or weekly check-in to reflect on anxious thoughts or situations and review coping strategies used, completing the check-in with 90% consistency over a 6-week period.
5. Given the use of accommodations and supports, the student will remain in the classroom and complete assigned academic tasks during anxiety-inducing activities (e.g., timed work, oral participation) in 4 out of 5 opportunities, as measured by teacher observation and performance data.

IEP Goals for Negative Comments and Gestures

1. The student will refrain from making negative comments or gestures toward peers or staff (e.g., eye-rolling, sighing loudly, rude remarks) in 80% of school-day intervals, as measured by staff observation and behavior data over a 4-week period.
2. When frustrated or upset, the student will use an appropriate replacement strategy (e.g., requesting a break, using a “frustration” card, positive self-talk) instead of making negative verbal or nonverbal responses in 4 out of 5 observed situations.
3. The student will demonstrate respectful communication by using neutral or positive language, tone, and body language during classroom interactions in 80% of opportunities, as measured by teacher checklists and observation data.
4. The student will recognize and self-monitor negative comments or gestures using a visual checklist or point sheet, reducing these behaviors by 50% from baseline over an 8-week period.
5. Given a social scenario or real-time conflict, the student will choose an appropriate response (e.g., walk away, ask for help, use kind words) instead of using sarcasm, threats, or gestures in 4 out of 5 situations, as documented by teacher or counselor observation.

IEP Goals for Non-Compliance/ Following Directions

Complementary Post: 15 Ways to Increase a Child’s Ability to Follow Directions

1. When given a direction from a teacher or staff member, the student will comply within 30 seconds and with no more than one prompt, in 80% of opportunities, as measured by teacher observation and behavior data.
2. The student will follow multi-step directions (2–3 steps) accurately and independently in 4 out of 5 trials, across classroom settings, as measured by staff documentation.
3. When asked to begin a non-preferred task, the student will comply with the direction without arguing, refusing, or engaging in avoidance behaviors, in 4 out of 5 opportunities, as measured over a 6-week period.
4. The student will respond appropriately to adult redirection (e.g., verbal prompt or visual cue) by following the given instruction without protest in 80% of observed opportunities, as measured by staff data collection.
5. When feeling frustrated or overwhelmed by a directive, the student will use a pre-taught strategy (e.g., asking for help, requesting a break) instead of displaying non-compliant behavior in 4 out of 5 situations, as measured by staff observation and data tracking.
6. The student will demonstrate compliance with classroom routines and expectations (e.g., lining up, turning in assignments, cleaning up materials) with no more than one reminder in 4 out of 5 daily opportunities, as measured by teacher observation.
7. Given a visual or written schedule, the student will transition between tasks or settings as directed, without refusal or prompting, in 80% of opportunities across a 4-week period.

IEP Goals for Social/Emotional Problem Solving

1. During group or partner work, the student will collaborate with peers by negotiating solutions, compromising, or asking clarifying questions, in 4 out of 5 opportunities over a 4-week period, as measured by teacher observation.
2. When presented with a real or hypothetical social conflict, the student will identify the problem, name their emotions, and generate at least two possible solutions, in 4 out of 5 opportunities, as measured by staff observation or counseling session data.
3. The student will use a structured problem-solving process (e.g., Stop-Think-Choose, social script, decision tree) to respond to peer conflict or frustration in 4 out of 5 situations, as measured by teacher or counselor documentation.
4. During social interactions, the student will recognize when a problem is escalating and independently use a calming strategy (e.g., deep breathing, counting, asking for help) to de-escalate in 80% of observed opportunities.
5. Given a peer-related challenge (e.g., turn-taking conflict, teasing, misunderstanding), the student will select an appropriate response (e.g., walk away, use “I” statements, seek adult help) in 4 out of 5 observed trials.
6. In counseling or structured social skills sessions, the student will accurately identify the size of a problem (small, medium, large) and match it to a proportional emotional and behavioral response with 80% accuracy across 5 consecutive trials.
7. The student will participate in role-plays or real-life scenarios to practice social problem-solving and demonstrate appropriate responses in 4 out of 5 sessions, as measured by staff observation and skill tracking.

Printable List of Behavior Goals

Here is the PDF printable list of behavior goals for an IEP, including adaptive behavior and staying in a designated area.

The booklet it brand new. If you are looking for the OLD PDF it’s in that link.

Can you have Behavior Goals without an FBA?

Yes, you can have behavior goals in an IEP without a Functional Behavior Assessment (FBA)—but it’s not always best practice.

Here’s a breakdown:

✅ When Behavior Goals Might Be Added Without an FBA

• Mild or clearly defined behavior issues (e.g., calling out in class, staying seated)
• The IEP team already has ample data from observations, teacher reports, or previous plans
• The behaviors do not significantly interfere with learning or are not dangerous
• It’s the start of the process, and the team is trialing interventions before going deeper

⚠️ When You Really Should Have an FBA First

• If the behaviors are intense, disruptive, aggressive, or self-injurious
• When behaviors are impeding the child’s learning or that of others
• If prior interventions or goals have not worked
• When the cause or trigger is unclear
• If you are considering a Behavior Intervention Plan (BIP)

Why an FBA Matters

An FBA helps you:

• Identify why the behavior is happening (the function)
• Avoid writing goals that target symptoms, not causes
• Ensure the interventions are individualized and effective

Can you have a Behavior Plan without an IEP?

Yes, you can have a Behavior Plan without an IEP—but context matters.

There are two common situations where this happens:

✅ 1. Behavior Plan Under a 504 Plan

• Students with a Section 504 Plan (not an IEP) can have a Behavior Intervention Plan (BIP) if their disability affects behavior.
• The plan may include:
  • Positive behavior supports
  • Environmental adjustments
  • Adult responses to behaviors
  • Strategies to prevent escalation

However, schools aren’t legally required to conduct a formal Functional Behavior Assessment (FBA) under Section 504—though they should if behavior is significantly impacting learning or access.

✅ 2. Informal Behavior Plan (No IEP or 504)

• Some schools write behavior plans for general education students without formal identification.
• These are often part of RTI/MTSS (Response to Intervention or Multi-Tiered System of Supports).
• They’re usually:
  • Temporary
  • Data-driven
  • Designed to avoid or delay special education referral

But they don’t carry the legal protections of an IEP or 504 Plan. The school can change or stop the plan without parent consent.

⚠️ Why It Matters

If a student needs a BIP due to disability-related behavior, but doesn’t have an IEP or 504, it may be time to request a special education evaluation. A BIP alone isn’t a substitute for the protections of IDEA or Section 504.

Behavior goals in an IEP help support students whose actions or responses may interfere with learning—whether it’s their own or others’. These goals are designed to teach and reinforce positive behaviors, build self-regulation skills, and reduce behaviors that disrupt classroom functioning. For both parents and teachers, understanding how to write effective, measurable behavior goals is key to ensuring consistency, progress, and support across settings.

• What to Do When your Child Keeps Getting Sent Home from School for Behaviors
• A Better Understanding of the 4 Functions of Behavior and your FBA/Behavior Plan or IEP
• Can you have an IEP for Behavior?
• Active Ignoring: Is it a “thing?” Does it really work for behaviors?
• 39 Behavior IEP Goals including Adaptive Behavior and Adaptive Skills
• Can Students be Excluded from Field Trips for Behavior? It depends.
• 6 Replacement Behaviors for Hitting and Aggression
• The Many Flaws of School FBAs and Behavior Plans
• My child has an IEP Behavior Plan. He’s still getting in trouble.
• What is an FBA in Special Education? Is it part of an IEP?
• 14 Sample Elopement IEP Goals for Autism and Other Learning Disabilities
• Understanding Restraint or Seclusion in Your Child’s School: What Every Parent Needs to Know and How to Take Action
• Behaviors and Classifications for Black Students with IEPs (video)